This unit introduces children to the idea of plants as living things which grow and change. Children should become aware of similarities and differences in plants.
Experimental and investigative work focuses on:
turning ideas into a form that can be tested
making and recording observations
using results to communicate what happened and to draw conclusions.
Children also have opportunities to link their knowledge of how plants grow to their understanding of science and to ways in which growing plants should be treated with sensitivity.
This unit takes approximately 9 hours.
WHERE THE UNIT FITS IN
VOCABULARY
RESOURCES
This is the introductory unit for plants.
Builds on Unit 1A ‘Ourselves’ Children need:
to know that animals (including humans) are alive and grow.
Links with Units 1D, 2B, 2C.
In this unit children will have opportunities to use:
words and phrases for making comparisons eg tall/taller/tallest, like, similar to, different from
words relating to plants eg branch, flower, root, stem, seeds, seedlings, plants, leaf, weed
words and phrases relating to living and non-living things eg living, non-living, alive, not alive, dead, healthy.
planted seedlings or seeds
small plants in pots or tubs or garden which will flower either during the winter or later in the year eg pea, broad bean, mung bean, amaryllis, sunflower, marrow
pot plant to be re‑potted
soil and containers for growing plants
collection of pictures of plants of a variety of types
large labelled plan/drawing of the school grounds
artificial plant
EXPECTATIONS at the end of this unit
most children will:
name some common plants, identify the leaf, root, stem and flower of a plant; recognise that plants are living and need water and light to grow and recognise they can investigate the conditions plants need for growth
some children will not have made so much progress and will:
name some common plants, identify leaf, root, stem and flower and recognise that plants need water to grow
some children will have progressed further and will also:
describe differences between plants grown in the light and in the dark and suggest how to find out about what plants need in order to grow well
LEARNING OBJECTIVES
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
CHILDREN SHOULD LEARN
CHILDREN
that there are different plants in the immediate environment
to treat growing plants with care
to make careful observations of one or two plants and of where they grow and to communicate these
that plants have leaves, stems and flowers
¨ Take children for a walk around the school and challenge them to find (but not pick or pull up) plants growing in as many different places as they can. Ask them for their ideas about why plants grow where they do. Have a prepared, large, outline plan of the area visited and ask children to stick labels or pictures of plants where they were found eg on the path, in the pond, in the field. With the children, draw some of the plants showing what they are like and where they grow and naming their main parts. Ask children to suggest why it is important not to pull up growing plants.
name some plants found around the school eg daisy, dandelion and name groups of plants eg trees, grass, pondweed, moss
describe orally, by drawing or in simple writing, what the plants are like eg trees are tall and have thick branches, dandelions have yellow flowers and green leaves and where they can grow eg there is grass in the path cracks
recognise when plants should not be pulled up
If this unit is carried out in the autumn or spring it would be helpful to set aside some time in the summer to look at plants when they are in flower. Work in this unit, which involves observing plants grow, may require short periods of time over several weeks.
It may be helpful to plant some seeds in advance so that eventually children will be able to see them flower.
Some children do not think that ‘weeds’ and trees are plants. SAFETY – Some children are allergic to some plants eg hyacinth bulbs. Some plants are poisonous, see ‘Be Safe’ section 12.
that plants grow
to make observations of the plants
to use drawings to record their observations and to communicate what happened
that plants have leaves, stems and flowers
to treat growing plants with care
¨ Ask children to suggest why we grow plants. Show children some planted seedlings eg pea, broad bean, mung bean or with the children plant quick-growing seeds eg sunflower, marrow. Ask children to suggest how they will change as they grow. Help children to look after and to observe the seedlings at regular intervals eg two to three days over the next week and to record, in drawings, how they have changed. As children observe the seedlings, consolidate knowledge of names of the parts of the plant.
recognise and say that the plant has grown eg it is taller, it has more leaves, its stem is fatter
communicate observations in drawings and descriptions of these eg it had two leaves, now it has many
Children find growing their own plants from seeds interesting and motivating. This activity offers them the opportunity to grow a plant from seed or from a seedling.
Children may have grown seeds eg cress in nursery or reception class. It is helpful, in maintaining enthusiasm, for them to explore how different plants develop eg beans, peas, amaryllis, mung beans, sunflower, marrow. SAFETY – Many seeds bought from garden centres will have been treated with pesticides and should not be handled by children. Seeds from health food shops will usually be safe.
LEARNING OBJECTIVES
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
CHILDREN SHOULD LEARN
CHILDREN
that plants provide food for humans
¨ Show children plants or pictures of plants eg apple trees, tomato plants, sweetcorn, cabbages and ask them why it is important for humans to grow plants.
state that humans eat some plants
that plants have roots
to observe and compare the roots of different plants
¨ Show children a potted plant that has grown too large for its pot and take it out to re‑pot it. Show children its roots and ask them why they think it needs re-potting. Ask children to compare the roots with those of some seedlings, helping them to observe characteristics eg colours, thickness, length.
identify the roots of a plant
make comparisons, identifying differences and some similarities eg they are both white
to make careful observations of the plants and to record these in a simple chart or table provided for them
to conclude that plants need water to grow
¨ Show children some wilting, planted seedlings or small plants and ask children to suggest how to revive them. If necessary, prompt by asking them to feel how dry the soil is. Once water is suggested, help them to think how to carry out a test in which some plants are watered and some are not. Remind children of earlier work and ask them what they will observe. Help children to record their observations in a chart or table and to decide what these show.
present results by writing or drawing in a table or chart prepared for them
use the results of their experiment to show that plants need water to grow eg by saying the ones we didn’t water died but the others stayed green
If children have grown their own seedlings, some could be used for this activity.
At this stage it is not necessary to complicate the water/no water comparison by considering other factors. Simply ensure the watered and non-watered plants are left in the same place.
At this stage it is helpful to children to treat the two factors, water and light, separately. Grown cress from the supermarket can be used for this activity. A tray can be cut in half and one half kept in the light and the other in the dark. Results can be seen within a week.
LEARNING OBJECTIVES
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
POINTS TO NOTE
CHILDREN SHOULD LEARN
CHILDREN
that green plants need light to grow
to turn ideas about whether green plants need light to grow into a form that can be tested
to observe and compare green plants grown in light and dark places
to conclude that green plants need light to grow well
¨ Introduce the idea of green plants needing light to grow and ask children whether they think this is true or not. Ask them how they could test their ideas and when they do so, discuss whether they will water the plants or not. Ask children to talk about differences between plants eg after 3 days, 8 days, 14 days and to suggest what these differences show.
suggest a way eg keeping one plant in a box or cupboard and one in the classroom of finding out whether green plants need light to grow
identify differences between the plants eg the one in the dark isn’t green and doesn’t look healthy
draw a conclusion from the results eg the one in the dark didn’t look healthy. I think plants like to be in the light
This activity offers children the opportunity to carry out a whole investigation. It may be helpful to concentrate on the aspects of investigation highlighted in the learning objectives.
Increases in heights of plants which do not have sufficient light arise because the plants are growing towards the light.
At this stage children would be expected only to describe and not to attempt to explain what happened.
that plants are living but that an artificial plant is not living
¨ Show children an artificial plant and a similar living plant and ask them to suggest how they know that one is living and the other is not. Discuss children’s ideas with them and extend the discussion by showing them a seedling that has died.
state that living plants grow
distinguish between a plant that has died and an artificial plant
Review work carried out in this unit by asking children to draw a picture of a green plant, to label its parts and to indicate eg by drawing, writing or saying what plants need in order to grow healthily eg water/rain, sunlight.
Pupils, in the four groups of work of the unit, observe the last changes in the plants, register this changes and make a report about the conclusions of the experiment demonstrating what they have learnt during this unit.
Timing
Grouping
Pupils
Teacher
Resources
2’
Whole group at desks
Greeting interaction and be aware about what we are going to do. Pay attenttion about what teacher is saying.
Communicate pupils about the work planning. This is the last session and we are going to perform our conclusions of this unit. Teacher will say pupils that they will perform his/her work doing a report about the conclusions of the experiment. Teacher will add that they can use charts, diagramans, etc.
Lead pupils with this resource and check if they have achieved an appropiate knowledge about the needs of a plant. To perform it, teacher will realize questions as: What happens when I press the butto of water to a high level? or, if you do not press any button, what happens?
BBC link.
8’
In small groups
Register in the record sheet the changes of your plants that have taken place the last day.
Observe how pupils register their results and show some of them, only if pupils are not aware about it.
Plants. Record sheet.
5’
In small groups
Talk about the results of all the experiment with the members of his/her group.
Interact with groups about their conclusions to check it. For example, making questions as Why do you think this happens? or Why has your plant dead?
Plants. Record sheet.
15’
In small groups
Make a report about the conclusions of the experiment using all that you have learnt in this unit. Add charts, diagrams, pictures, etc.
Teacher says: “Now, it’s the moment in which you show all the class what you have learnt in this experiment. You can organize like you want”.
10’
In small groups
Show all class your report about the unit.
Observe and check the progress in the evaluation sheet of each group and the evaluation sheets of each student.
Digital board. Groups evaluation sheets. Students evaluation sheet.
Experimental and investigative work focuses on:
- turning ideas into a form that can be tested
- making and recording observations
- using results to communicate what happened and to draw conclusions.
Children also have opportunities to link their knowledge of how plants grow to their understanding of science and to ways in which growing plants should be treated with sensitivity.This unit takes approximately 9 hours.
Builds on Unit 1A ‘Ourselves’
Children need:
- to know that animals (including humans) are alive and grow.
Links with Units 1D, 2B, 2C.at the end of this unit
made so much progress and will:
progressed further and will also:
It may be helpful to plant some seeds in advance so that eventually children will be able to see them flower.
Some children do not think that ‘weeds’ and trees are plants.
SAFETY – Some children are allergic to some plants eg hyacinth bulbs. Some plants are poisonous, see ‘Be Safe’ section 12.
Children may have grown seeds eg cress in nursery or reception class. It is helpful, in maintaining enthusiasm, for them to explore how different plants develop eg beans, peas, amaryllis, mung beans, sunflower, marrow.
SAFETY – Many seeds bought from garden centres will have been treated with pesticides and should not be handled by children. Seeds from health food shops will usually be safe.
At this stage it is not necessary to complicate the water/no water comparison by considering other factors. Simply ensure the watered and non-watered plants are left in the same place.
At this stage it is helpful to children to treat the two factors, water and light, separately. Grown cress from the supermarket can be used for this activity. A tray can be cut in half and one half kept in the light and the other in the dark. Results can be seen within a week.
Increases in heights of plants which do not have sufficient light arise because the plants are growing towards the light.
At this stage children would be expected only to describe and not to attempt to explain what happened.
A Ks2 Unit about Plants
LESSON 6 ("Leading lesson")
Pay attenttion about what teacher is saying.
Record sheet.
Record sheet.
Groups evaluation sheets.
Students evaluation sheet.